According to the World Energy Outlook Report (), fossil fuels were the predominant fuel used to meet world energy demand in the year 2000. In a Swiss Federal Office of Energy summary of the report, 80% of the world’s energy demand was described as being met from fossil fuel energy. Oil provided 36% of the global energy need. Coal use (23%) was slightly more than natural gas use (21%). Nuclear energy fueled 7% of the world’s demand. By comparison, renewable energy sources comprised a much smaller fraction of the energy needed to meet demand. Hydropower (2.2%) and non-commercial biomass (firewood, compost, and other combustible waste material) (2%) accounted for meeting less than 5% of the energy need. Geothermal, wind, and solar energy combined met only 0.5% of the energy demand. (World Energy Outlook Report ) 4

Oil met 60% of the transportation demand. Coal met 55% of the demand for producing electricity. Non-commercial biomass is not sustainable in the developed world but is more widespread in developing countries. (Global Energy Supply published by the (3) Swiss Federal Office of Energy. http://www.energie-schweiz.ch/internet/00480/?lang=en) 5

Considering these examples may lead one to appreciate the importance of the relationship between energy and society: a relationship perhaps now taken for granted. Although, with the price of gasoline now consistently about $2.00 a gallon for regular gasoline, many will certainly be thinking about the economic costs of driving. The purpose of their inclusion in this unit and the primary aim of the unit are to challenge the notion that energy can be taken for granted. Through understanding of how energy works and how countries have historically used energy, hopefully students will embrace the challenge of responsible energy development and use. A summary and explanation of objectives follows.

Geothermal power producers of significance include the United States, Philippines, Mexico, Italy, Indonesia, Iceland and El Salvador. Students investigating energy use in these countries will see that the United States is the leader in geothermal power production through generating 2,816.7 mw (megawatts) in 1995 and 2,228 mw in 2000. Projected output for 2005 is 2376 mw. Noticeably, while leading in world production, the United States decreased levels of production between 1995 and 2000. While production for 2005 is anticipated at higher levels than 2000, production will still be lower than 1995 levels. Geothermal power in the Philippines reflects positive growth. The amount of geothermal power output in the Philippines has increased from 1,227 mw in 1995 to 1909mw in 2000. The projected 2005 figure is 2673mw. Perhaps the most aggressive initiative to harness geothermal power is occurring in Indonesia where geothermal energy output has increased from 309mw in 1995 to 590mw in 2000. The anticipated figure for 2005 is 1988mw. Figures for Iceland show a tripling of energy output between 1995 and 2000. El Salvador plans on doubling 1995 geothermal energy by 2005. 9

In researching energy production in France, Canada, and the United States, students will discover that energy can be derived from the rise and fall of the tides. Unfortunately effective use of this renewable energy source is limited to areas that have a sufficient tidal range of about 23 feet (7m). While scientists have located about 255 sites around the world that would be suitable to harness tidal energy, only a couple are actually used to generate power. The La Rance River Estuary in France produces 5.4x 1010 watt-hours of power per year. In Canada, the Annapolis River tidal power plant is the first tidal power plant in North America. The United States and Canada are exploring ways to capture tidal energy in Nova Scotia and Maine.10

Hydroelectric power is a more common form of energy production than harnessing tidal power. In 1998, .3 TW of world energy consumption came from hydroelectric energy production. This is roughly 2% of world energy consumption. Nations that produce the most hydroelectric power are Canada, Brazil, USA, China, Russia, and Norway. Figure 3 lists the average output of each country in terawatts over a four year period (1999-2002).11

Figure 3

Hydroelectric output

Country

output in TWhy-1

Canada

345

Brazil

288

USA

264

China

231

Russia

167

Norway

129

Students researching energy use in the USA and France will explore and present initiatives to capture energy from the sun. A point of interest for the United States is California. Having cancelled all projects to develop nuclear and coal fired power plants, California is home to Solar One and other solar power generation projects. Built in 1982 near Barstow California, Solar One consists of 1818 mirrors spread out in semi-circles around a 78 m high tower. The mirrors direct sunlight toward the tower which heats oil in a boiler to 3000 degrees Celsius. The hot oil is then used to produce 10kW of electricity via steam through a turbine.12

____

In France, a solar furnace at Odeilo focuses the energy of the sun on an area of less than one square meter via 11,000 flat mirrors. The focus point mirrors can reach 33,000 degrees Celsius.13

Energy reserves, like bodies of water transgress national boundaries. Because energy is a universal necessity and energy reserves are unevenly distributed, political concerns and disputes are commonplace. An array of international collaborative and cooperative mechanisms exists to facilitate market exchange of energy, promote responsible energy development, and limit environmental damage. These include economic consortiums such as OPEC, the Office of Petroleum Exporting Countries. Non-governmental organizations also exist. The United Nations sponsors the United Nations Development Program (UNDP) - http://www.undp.org -and the United Nations Department of Economic and Social Affairs Division for Sustainable Development . These agencies sponsor collaborative initiatives to promote responsible development such as the World Summit on Sustainable Development (WSSD). The United Nations Framework Convention on Climate Change adopted in 1992 and the Protocol added at the Kyoto Conference in 1997 address the environmental aspects of energy use. The United Nations Statistics Division also publishes yearly reports on energy -- http://unstats.un.org/unsd/energy/yearbook/default.htm Use of general search engines will provide ample materials for students to further explore the form and function of these organizations.

4. Have the team hand in a team progress report each day leading up to the debate. (This can be as simple as a paragraph on lined paper or a specific list of items you want to know about (ie. The names of sources, reference materials, an outline)

Day Three: research day or group planning

Debate Day:

1. Organize the classroom so that groups can sit in their teams.

2. Organize the debate so that one spokesperson speaks for each group.

3. Give each group 1-3 minutes of floor time.

Assessment

Groups will be assessed on the following rubric:

Excellent Average Below Average Comment

Use of supporting evidence for each argument 1 2 3

Clarity of expression 1 2 3

Accuracy of information 1 2 3

Organization 1 2 3

Progress Reports 1 2 3

Response to the Debate 1 2 3

Conclusion

Note major arguments given for each group or side. Sum up the major arguments at the end of the class. Ask the class to write their response to the debate that night for homework.

Lesson 3 World Energy Summit

Objectives

Based upon the organized results of a prescribed research plan, students will present a summary of contemporary energy consumption for an assigned country or region. Faced with the economic and environmental cost and the energy needs of that country or region students will construct an energy policy for that region that is environmentally sound and promotes sustainable development.

Content Standards Addressed

Geography Strand

Content Standard 9: Places and Regions

Content Standard 12: Human and Environmental Interaction

History Strand

Content Standard 1: Historical Thinking

Content Standard 2: Local, United States, and World History

Content Standard 3: Historical Themes

Content Standard 4: Applying History

Procedures

Guidelines for each country or region:

1. Select a country or region.

2. Using reference materials, research the energy production and consumption patterns for that country or region.

3. Create a pie chart that outlines the current energy needs and consumption by type of energy of your country or region..

4. Research and report on the environmental impacts, financial costs, and any other effects of current energy use.

5. Present data on future energy needs for your country or region.

6. Draft a resolution with the larger body of countries/regions that outlines responsible energy use.

Assessment

Students gather at least two book sources 1 2 3

and five internet sources

Energy pie chart

____Accuracy 1 2 3

____Attention to detail 1 2 3

Analysis

Environmental impact

1 2 3

Financial costs 1 2 3

Special Factors 1 2 3

Future Energy Needs 1 2 3

Resolution

Contributed to the resolution 1 2 3

Addendum 1 Description of New Haven Public Schools Curriculum Expectations, Content Strands, Standards and Performance Addressed in Fueling Around With Energy

Students will use historical thinking skills to develop an understanding of major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

Content Standard 3: Historical Themes

Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

Content Standard 4: Applying History

Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

Geography Strand

Content Standard 9: Places and Regions

Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

Content Standard 12: Human and Environmental Interaction

Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.